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Langley Grammar School

Langley Grammar School

Academic Outcomes

Langley Grammar School students achieved very good results in the 2016 GCSE and A-Level examinations, reflecting their hard work and the dedication and support of their teachers and other school staff.

The separate pages for A-Level and GCSE outcomes provide further information on the achievements of students in 2016, together with a breakdown of results by subject at each level.

For more information about Langley Grammar School’s academic outcomes in 2016, please click on the link below to go to the School Performance information published by the Department for Education. 

2016 School Performance information

2015 Performance Measures – a health warning

Each year the Department for Education calculates and publishes a range of performance measures designed both to hold schools accountable for the students’ GCSE outcomes and to enable parents to compare the performances of schools, often via league tables published by the Department for Education or by newspapers. These accountability measures include the percentage of students achieving ‘good’ GCSE grades (ie grades A*-C) in at least 5 subjects including English and maths; the percentage of students achieving good GCSE passes in the EBacc subjects (English, maths, sciences, a humanities subject and a language); and the average grade or total points score achieved by students at the school.

The year on year performance of our students has invariably meant that Langley Grammar School has shown up well in comparisons based on these measures. For 2015, however, some of the rules governing which GCSEs are included in school accountability measures were changed.

One of these changes meant that because our students sat the GCSE Core Science examination at the end of Year 10, the results from their Year 11 GCSE examinations in Biology, Chemistry and Physics did not contribute to the government’s school accountability measures. This had no impact on the students themselves: their qualifications, of course, remained valid.  Only the Year 10 Core Science result, however,  contributed to the school accountability measures in 2015, despite the overwhelming majority of our students in fact having achieved four science qualifications with at least 70% A* or A grades.

We became aware of these changes towards the end of 2013 by which time our students, then in Year 10, were already well down the road of being prepared to sit their GCSE Core Science examinations in June 2014.  We felt it would be wrong to change the students’ programme of study simply in response to government accountability measures - we decided that the students’ progress was our number one priority. Our students had always gained confidence from taking the GCSE Core Science examination and we had long regarded it as a very useful indicator of progress half way through the GCSE programme of study.

However, the effect of the change was to reduce the number of our students’ GCSEs which were recognised by government accountability measures in the 2015 performance tables. It must be stressed that this had no effect on the students themselves but it does mean that Langley Grammar School did not figure as highly in some government league tables as it has done historically. In particular, almost none of our students were deemed to have met the government’s EBacc criterion as only one of their four science qualifications was counted.

In 2015 the Department for Education also commenced the introduction of a new accountability measure known as Progress 8, initially sitting alongside the traditional measures listed above. As the name implies, this measure is based on the progress students have made between the end of Key Stage 2, when they leave primary school, and the end of Year 11 when they sit their GCSE examinations. The measure focuses particularly on outcomes in maths and English, and also on progress in EBacc subjects.

In the introductory year of 2015, schools were able to choose whether they wish to “opt in” to the Progress 8 measure.  All our analysis indicates that the rapid progress of students at Langley Grammar School will ultimately mean that the school will show up very well under this new measure.  In 2015 however, the issue highlighted above meant that our students’ GCSEs in Biology, Chemistry and Physics could not contribute to the measure. Langley Grammar School therefore decided not to opt in to this measure in 2015, as it was likely to present a distorted picture of the students’ GCSE outcomes.